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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika Journal of Mathematics and Mathematics Education (JMME) Indonesian Journal of Science and Mathematics Education Formatif: Jurnal Ilmiah Pendidikan MIPA JTAM (Jurnal Teori dan Aplikasi Matematika) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Mosharafa: Jurnal Pendidikan Matematika International Journal of Aviation Science and Engineering Journal of Community Service (JCOS) Journal of Educational Technology and Learning Creativity SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education
Hendriyanto, Agus
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Dissecting thought patterns: Analyzing how cognitive fragmentation affects conceptualization and problem-solving abilities in junior high school students Usodo, Budi; Sutopo, Sutopo; Nurhasanah, Farida; Chrisnawati, Henny Ekana; Kuswardi, Yemi; Hendriyanto, Agus
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i2.17064

Abstract

Background: This research is rooted in the exploration of a nuanced understanding of the effect of cognitive fragmentation on the conceptual grasp and problem-solving competencies among junior high school students.Aim: The principal aim of this investigation is to delve into the way cognitive fragmentation influences the conceptualization and problem-solving faculties of pupils aged 12-14, from varied academic milieus.Method: Employing a qualitative research blueprint, specifically phenomenological inquiry, the study probes into the subjective experiences and cognitions of the participants. Purposefully chosen for this research, the participants consist of junior high school students. The multi-faceted data collection approach includes task-centered, in-depth individual interviews with students and Focus Group Discussions with educators. The amassed data are then meticulously examined through thematic analysis.Result: Findings of the research reveal diverse manifestations of cognitive fragmentation among the learners. A phenomenon termed 'Pseudo construction' emerges when learners articulate correct responses without wholly comprehending the foundational concepts. 'Mis analogical construction' is recognized when incorrect analogies are deployed in problem-solving, culminating in fallacious solutions. 'Construction holes' are detected when learners exhibit inconsistent responses owing to an absence of alignment with scientific principles.Conclusion: In summation, this inquiry furnishes invaluable insights and evidence-supported strategies to foster efficacious learning and surmount cognitive impediments within the sphere of junior high school education. The conclusions drawn herein contribute to a broader understanding of cognitive dynamics in mathematics education, offering a fresh perspective on enhancing educational practices.
Mathematical framework for accurate prayer times: Insights from the bencet tradition Muhaimin, Lukman Hakim; Kusumah, Yaya S.; Juandi, Dadang; Hendriyanto, Agus; Sahara, Sani
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.19790

Abstract

Mathematics is fundamental in structuring religious practices, especially in determining prayer times. This study explores the mathematical concepts embedded in the traditional bencet tool used by communities to calculate prayer times accurately. Using a qualitative ethnographic approach, the research examines both the use and crafting of bencet through observations, interviews, and documentation. Based on the Miles and Huberman model, data analysis reveals that the bencet tongkat unconsciously incorporates mathematical concepts such as parallel lines, measurements, and planar surfaces. Similarly, the bencet garis reflects understanding parallel and perpendicular lines, circular constructions for 90° angles, and precise measurements. The findings underscore the deep interconnection between mathematical principles and cultural traditions. This study concludes that the bencet tool represents an untapped resource for ethnomathematics research. The implications highlight the potential of ethnomathematics as an innovative approach to mathematics education, integrating cultural heritage into learning.
Learning Obstacle in the Introduction to Number: A Critical Study Within Didactical Design Research Framework Pauji, Ikbal; Suryadi, Didi; Setambah, Mohd Afifi Bin Bahurudin; Hendriyanto, Agus
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.19792

Abstract

This research unveils a profound exploration of learning obstacles experienced by elementary school students in understanding the concept of numbers, particularly in recognizing numbers zero to ten, including their notations. This study employs a qualitative approach with a phenomenological design. It sheds light on students' comprehension of the meaning of numbers and numerals, identifying five types of learning obstacles: ontogenic psychological obstacles, ontogenic conceptual obstacles, ontogenic instrumental obstacles, didactical obstacles, and epistemological obstacles. Acting as the primary instrument, the researcher undertakes the entire research process using diagnostic assessments and interview guidelines, from data collection to reduction, presentation, and conclusion. The findings illustrate variations in students' understanding of the meaning and notation of numbers, with the five learning obstacles manifesting in diverse contexts. This analysis is based on students' responses to diagnostic assessments and in-depth interviews. The insights gained underscore the necessity for didactic designs that accommodate concrete aspects, emotional engagement of students, and the evaluation of instructional materials to enhance the understanding of numerical concepts. The research implications include recommendations for developing effective didactic designs to address the identified learning obstacles.
Actually, what does teacher inherit? Epistem, doxa, or hoax: A case study on the topic of sets in Indonesia Hendriyanto, Agus; Fitriana, Laila; Usodo, Budi; Wahyuni, Astri; Azizah, Nurul
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.28193

Abstract

This research aims to evaluate a selected element of mathematical knowledge intended for teaching in Indonesian schools, namely the concept of sets. The evaluation assesses whether the information conveyed the criteria of knowledge that is Justified, True, and Believed (JTB). This research follows a qualitative approach with a case study design. The research involves 250 students and nine teachers from two different schools. The collected data was analyzed using the Constant Comparative Method (CCM) as the data analysis model. The study's findings reveal that beliefs with truth value only relate to interpreting sets as a well-defined collection of objects. However, teachers and students cannot prove their beliefs and cannot interpret well-defined as an individual's ability to determine a property P. Thus, the belief about sets as a well-defined collection of objects is merely doxa or true belief. This study emphasizes the importance of mathematics education in fostering justified true belief through a focus on critical thinking and conceptual justification, thereby minimizing the occurrence of the Zone of Concept Image Difference (ZCID) between teachers and students.
Improving Creative Thinking Skills through Open-ended Problems in Mathematics Education in terms of Adversity Quotient (Types of Climbers and Campers) Sa'idah, Ulya; Budiyono, Budiyono; Siswanto, Siswanto; Usodo, Budi; Hendriyanto, Agus
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 3 (2024): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i3.21612

Abstract

Creative thinking is one of the abilities that students must have. This research aims to explore creative thinking skills in solving open-ended problems in grade 7 students at a junior high school in Surakarta. This research uses a qualitative method. The instruments used are questionnaires, questions, and interviews. The test instrument uses one open-ended question on algebra material. The sampling method was carried out by purposive sampling where the subject was selected based on the results of the Adversity Response Profile (ARP) questionnaire score. The research subjects were 7th-grade students at one of Surakarta's private junior high schools who had studied algebraic form operations. Data were collected through tests and interviews with 4 research subjects. The data validity used was method triangulation. The results of the study show that all subjects can go through all stages of the creative thinking process although there are differences in each stage. In the preparation stage, climbers-type students do not need a long time to understand the problem. Unlike the campers, they take time to understand the problem by reading it repeatedly. At the incubation stage, students pause to look for ideas for solving the problem. At the illumination stage, students have different ways of solving the problem. At the verification stage, climbers-type students recalculate the answers written to check their correctness. While campers type students only skim the answers they write. Climbers-type students do not give up easily and do not experience difficulties in solving problems, while campers-type students take longer to understand the problem and almost give up in solving the problem. Based on the findings obtained, teachers need to consider the different types of students' creative thinking in designing class activities in order to improve students' creative thinking abilities through classroom learning.
Construction of Ordinal Numbers and Arithmetic of Ordinal Numbers Agustito, Denik; Kuncoro, Krida Singgih; Istiqomah, Istiqomah; Hendriyanto, Agus
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 3 (2023): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i3.15039

Abstract

The purpose of this paper is to introduce the idea of how to construct transfinite numbers and study transfinite arithmetic. The research method used is a literature review, which involves collecting various sources such as scientific papers and books related to Cantorian set theory, infinity, ordinal or transfinite arithmetic, as well as the connection between infinity and theology. The study also involves constructing the objects of study, namely ordinal numbers such as finite ordinals and transfinite ordinals, and examining their arithmetic properties. The results of this research include the methods of constructing both finite and transfinite ordinal numbers using two generation principles. Both finite and transfinite ordinal numbers are defined as well-orderings that are also transitive sets. Arithmetic of finite ordinal numbers is well-known, but the arithmetic of transfinite ordinal numbers will be introduced in this paper, including addition, multiplication, and exponentiation.
Mathematical Critical Thinking: Analysis of Middle School Students' Thinking Processes in Solving Trigonometry Problems Tajuddin, Annas Tasyah; Sujadi, Imam; Slamet, Isnandar; Hendriyanto, Agus
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 4 (2023): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i4.1185

Abstract

Kemampuan berpikir kritis siswa dalam matematika saat ini masih lemah. Penelitian ini bertujuan untuk mengidentifikasi karakteristik kemampuan berpikir kritis matematis siswa dalam menyelesaikan masalah trigonometri. Metode penelitian yang digunakan adalah studi kualitatif dengan desain fenomenologi, melibatkan peneliti sebagai instrumen utama. Penelitian ini menggunakan tes (masalah trigonometri), pedoman wawancara, dan observasi sebagai instrumen non-tes. Subjek penelitian terdiri dari tiga siswa kelas X yang dipilih dengan teknik purposive sampling. Uji keabsahan dilakukan melalui triangulasi metode dan teori, serta analisis data menggunakan teknik induktif. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan berpikir kritis cenderung lebih efektif dan cepat dalam menyelesaikan masalah trigonometri. Mereka memiliki pendekatan unik dalam memecahkan masalah dan fokus pada pencarian jawaban. Pemikiran kritis matematis juga mempengaruhi kemampuan siswa dalam memahami dan menghubungkan informasi yang ada dalam soal. Selain itu, pemikiran kritis matematis berdampak pada pemikiran logis dan daya ingat yang baik, sehingga siswa lebih mudah dalam menentukan formula pemecahan masalah. Students' critical thinking skills in mathematics are currently still weak. This study aims to identify the characteristics of students' mathematical critical thinking abilities in solving trigonometry problems. The research method used is a qualitative study with a phenomenological design involving researchers as the main instrument. This study uses tests (trigonometry problems), interview guidelines, and observation as non-test instruments. The research subjects consisted of three class X students selected by purposive sampling technique. The validity test was carried out through method and theory triangulation and data analysis using inductive techniques. The results showed that students with critical thinking skills tended to be more effective and faster in solving trigonometry problems. They have a unique approach to solving problems and focus on finding answers. Mathematical critical thinking also affects students' ability to understand and relate the information contained in the problem. In addition, mathematical critical thinking impacts logical thinking and good memory, so students find it easier to determine problem-solving formulas.
Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles Hendriyanto, Agus; Juandi, Dadang; Kuncoro, Krida Singgih; Fitriana, Laila; Sahara, Sani; Muhaimin, Lukman Hakim
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Function of Ethnomathematics in the Development of Pancasila Student Profiles for Indonesian Students Via Mathematics Education in Schools. The present mathematics curriculum in Indonesia (IND) places a strong emphasis on the creation of a Pancasila student profile in order to ensure that pupils are learning mathematics in a meaningful way. This paper suggests an integration of ethnomathematics into the formal mathematics curriculum as one approach to dealing with these learning issues. It is based on a literature assessment of studies on ethnomathematics, mathematics education, and Pancasila student profile. The literature review method used with a narrative review design. A total of 28 articles were selected for publication at the final stage of the review process. In light of the preceding explanation, it is clear that ethnomathematics plays a part in the formal school mathematics curriculum since the context-relevant and constraint-filled problem-solving techniques give many abstract mathematical notions the required contextual meaning. Keywords: ethnomathematics, mathematics education, pancasila student profiles.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202305
Teaching Styles of Creativity, Conformity, and the Dynamics of Skepticism-Credulity in Pedagogical Practice Supartini, Nani; Hendriyanto, Agus; Abdurahman, Ayi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 3 (2024): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i3.7852

Abstract

This study aims to investigate how teachers’ instructional styles are formed and shift along a continuum from creative–transformational to conformist–adaptive and imitative, emphasizing the mediating role of epistemic orientation (skepticism vs. credulity) in pedagogical decision-making. Conducted at SDN Cisaat, Sukabumi, the study purposively selected eight active classroom teachers as subjects. The primary data consisted of teachers’ instructional practices as demonstrated in authentic classroom contexts, supported by in-depth interview records and further substantiated with supplementary documents such as lesson plans (RPP/ATP) and teaching artifacts. Data were collected through in-depth semi-structured interviews, structured classroom observations, and document analysis. The analysis employed van Manen’s hermeneutic phenomenology—entailing holistic and selective reading, identification of significant statements, phenomenological reduction, thematic clustering, and distillation of essential meanings—further supported by open, axial, and selective coding, cross-case matrices, and analytic memos. The findings indicate that healthy skepticism fosters evidence-based teaching that is measurable and contextually adaptive, while credulity tends to rely on external legitimacy with minimal contextualization. Factors such as experience, education, digital access/attitudes, and policy supervision play important roles but are mediated by teachers’ epistemic dispositions. Rigor was ensured through triangulation, member checking, peer debriefing, and audit trails, with full ethical safeguards. This study positions skepticism–credulity as a mediator of shifts along the instructional continuum and recommends evidence-focused PLCs, reasoning- and impact-oriented supervision, and leadership that promotes responsible innovation, while calling for mixed-methods and cross-context research on learning outcomes.
Praxeological analysis of number patterns through the anthropological theory of the didactic perspective Pradipta, Trisna Roy; Turmudi, Turmudi; Hendriyanto, Agus; Pramartha, I Nyoman Bagus
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/0rqrd137

Abstract

Number pattern material is important to study because it serves as a bridge between arithmetic and algebra, playing a strategic role in developing junior high school students' algebraic thinking, mathematical reasoning, and mathematical literacy. This study employs Yves Chevallard's Anthropological Theory of the Didactic (ATD) to analyze the praxeological, epistemic, systemic, and heuristic aspects of mathematical knowledge in Grade VIII number pattern textbooks. The methodology employed is document analysis using a praxeological framework comprising four components: types of tasks, techniques, technology, and theory. The study reveals that the textbook presents a strong mathematical organization in the praxis-praxeological aspect (tasks and techniques), with various examples of number patterns, including triangular numbers, square numbers, the Fibonacci sequence, and arithmetic and geometric sequences. However, the logos aspect (technology and theory) remains implicit and limited. The epistemic aspect shows knowledge presented through an inductive approach from concrete pattern observation to generalization. The systemic aspect demonstrates coherent structure with three interrelated main learning activities. The heuristic aspect shows dominance of pattern-finding strategies through tables and geometric visualization. The implications of this research emphasize the importance of developing the logos aspect in mathematics textbooks to strengthen students’ conceptual understanding and encourage metacognitive reflection.
Co-Authors A Dewi, Deshinta Anip Dwi Saputro, Anip Dwi Astri Wahyuni Atik Wintarti, Atik Ayi Abdurahman Budi Usodo Budi Usodo Budiyono Budiyono Dadan Dasari Dadang Juandi Denik Agustito Didi Suryadi Farida Nurhasanah Fitriana, Laila Gigih Kridantari Henny Ekana Chrisnawati I Nyoman Bagus Pramartha Imam Sujadi Irza Sukmana, Irza Isnandar Slamet, Isnandar istiqomah istiqomah Jarnawi Afgani Dahlan Krida Singgih Kuncoro Krida Singgih Kuncoro Luhur Bayuaji, Luhur Lukman Hakim Muhaimin Lukman hakim muhaimin Maarten Dolk, Maarten Ma’ulfi Kharis Abadi Muhaimin, Lukman Hakim Nia Kania NURUL AZIZAH Pauji, Ikbal Rahmat Kusharyadi Riszal, Akhmad Rizal Adi Saputra RR. Ella Evrita Hestiandari S Siswanto Sa'idah, Ulya Sani Sahara Setambah, Mohd Afifi Bin Bahurudin Setiaputra, Felix Indra Siswanto Siswanto Siswanto, Rizki Dwi Siti Fatimah Sri Subanti Supartini, Nani Sutopo Sutopo Tajuddin, Annas Tasyah Tomi Listiawan Tri Atmojo Kusmayadi Tririnika, Yuliana Trisna Roy Pradipta, Trisna Roy Turmudi Wardat, Yousef Wicaksono, Mahruri Arif Yaya S. Kusumah Yemi Kuswardi, Yemi Yusup Hendronursito, Yusup